Academic Feedback

EDUCATORS WILL UNDERSTAND AND BE ABLE

TO EFFECTIVELY IMPLEMENT ACADEMIC FEEDBACK AT A

LEVEL ldquoSIGNIFICANTLY ABOVE EXPECTATIONSrdquo

ACCORDING TO THE TEAM EVALUATION RUBRIC

Learning Objective

httpwwwyoutubecomwatchfeature=player_detailpageampv=nGt9jAkWie4

EDUCATORS WILL UNDERSTAND AND BE ABLE

TO EFFECTIVELY IMPLEMENT ACADEMIC FEEDBACK AT A

LEVEL ldquoSIGNIFICANTLY ABOVE EXPECTATIONSrdquo

ACCORDING TO THE TEAM EVALUATION RUBRIC

Learning Objective

httpwwwyoutubecomwatchfeature=player_detailpageampv=nGt9jAkWie4

httpwwwyoutubecomwatchfeature=player_detailpageampv=nGt9jAkWie4

DO YOU AGREE WITH THUMPER

IS IT BETTER TO BE KIND OR HONEST

CAN YOU BE BOTH AT THE SAME TIME

Discussion

Is my Mustache Awesome

Is this Baby Cute

Give some Feedback

Mustache Baby

A definite improvement

Irsquom thinking off-duty mall-cophellip

Hello Magnum PIYoursquore on the right

trackhellipthe more face you hide the better

What are you feeding that baby

Awww just lookhellipFuture Sumo

Wrestler rocking it in the crib

She is sohelliphealthy looking

Example Feedback

Retract your Claws

Randy Pausch

The Last LectureldquoWhen you see yourself doing

something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo

ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo

Can you be kind and honest at the same time

ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo

Honest Feedback - Students need people who will give it to them straight

What is Feedback

ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo

~ W Fred Miser

Why give Feedback

Along with goal setting feedback engages metacognitive thinking (cognition about cognition)

Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are

used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank

ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)

How to give Feedback

Oral interactive (one-on-one) feedback is best whenever possible

Use descriptive not evaluative languageFocus on what went well and what can be improved in

language students understandSeek consensus with the student(s) ndash do you agree on

the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students

missed the same concept

Aspects of Effective Feedback

HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified

Essential Elements of Feedback

1 Recognition of the Desired Goal2 Evidence about Present Position

(current work)3 Some Understanding of a Way to

Close the Gap Between the Two

~ Black amp William

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Is my Mustache Awesome

Is this Baby Cute

Give some Feedback

Mustache Baby

A definite improvement

Irsquom thinking off-duty mall-cophellip

Hello Magnum PIYoursquore on the right

trackhellipthe more face you hide the better

What are you feeding that baby

Awww just lookhellipFuture Sumo

Wrestler rocking it in the crib

She is sohelliphealthy looking

Example Feedback

Retract your Claws

Randy Pausch

The Last LectureldquoWhen you see yourself doing

something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo

ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo

Can you be kind and honest at the same time

ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo

Honest Feedback - Students need people who will give it to them straight

What is Feedback

ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo

~ W Fred Miser

Why give Feedback

Along with goal setting feedback engages metacognitive thinking (cognition about cognition)

Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are

used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank

ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)

How to give Feedback

Oral interactive (one-on-one) feedback is best whenever possible

Use descriptive not evaluative languageFocus on what went well and what can be improved in

language students understandSeek consensus with the student(s) ndash do you agree on

the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students

missed the same concept

Aspects of Effective Feedback

HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified

Essential Elements of Feedback

1 Recognition of the Desired Goal2 Evidence about Present Position

(current work)3 Some Understanding of a Way to

Close the Gap Between the Two

~ Black amp William

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Mustache Baby

A definite improvement

Irsquom thinking off-duty mall-cophellip

Hello Magnum PIYoursquore on the right

trackhellipthe more face you hide the better

What are you feeding that baby

Awww just lookhellipFuture Sumo

Wrestler rocking it in the crib

She is sohelliphealthy looking

Example Feedback

Retract your Claws

Randy Pausch

The Last LectureldquoWhen you see yourself doing

something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo

ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo

Can you be kind and honest at the same time

ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo

Honest Feedback - Students need people who will give it to them straight

What is Feedback

ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo

~ W Fred Miser

Why give Feedback

Along with goal setting feedback engages metacognitive thinking (cognition about cognition)

Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are

used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank

ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)

How to give Feedback

Oral interactive (one-on-one) feedback is best whenever possible

Use descriptive not evaluative languageFocus on what went well and what can be improved in

language students understandSeek consensus with the student(s) ndash do you agree on

the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students

missed the same concept

Aspects of Effective Feedback

HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified

Essential Elements of Feedback

1 Recognition of the Desired Goal2 Evidence about Present Position

(current work)3 Some Understanding of a Way to

Close the Gap Between the Two

~ Black amp William

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Retract your Claws

Randy Pausch

The Last LectureldquoWhen you see yourself doing

something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo

ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo

Can you be kind and honest at the same time

ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo

Honest Feedback - Students need people who will give it to them straight

What is Feedback

ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo

~ W Fred Miser

Why give Feedback

Along with goal setting feedback engages metacognitive thinking (cognition about cognition)

Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are

used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank

ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)

How to give Feedback

Oral interactive (one-on-one) feedback is best whenever possible

Use descriptive not evaluative languageFocus on what went well and what can be improved in

language students understandSeek consensus with the student(s) ndash do you agree on

the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students

missed the same concept

Aspects of Effective Feedback

HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified

Essential Elements of Feedback

1 Recognition of the Desired Goal2 Evidence about Present Position

(current work)3 Some Understanding of a Way to

Close the Gap Between the Two

~ Black amp William

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Randy Pausch

The Last LectureldquoWhen you see yourself doing

something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo

ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo

Can you be kind and honest at the same time

ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo

Honest Feedback - Students need people who will give it to them straight

What is Feedback

ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo

~ W Fred Miser

Why give Feedback

Along with goal setting feedback engages metacognitive thinking (cognition about cognition)

Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are

used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank

ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)

How to give Feedback

Oral interactive (one-on-one) feedback is best whenever possible

Use descriptive not evaluative languageFocus on what went well and what can be improved in

language students understandSeek consensus with the student(s) ndash do you agree on

the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students

missed the same concept

Aspects of Effective Feedback

HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified

Essential Elements of Feedback

1 Recognition of the Desired Goal2 Evidence about Present Position

(current work)3 Some Understanding of a Way to

Close the Gap Between the Two

~ Black amp William

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Can you be kind and honest at the same time

ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo

Honest Feedback - Students need people who will give it to them straight

What is Feedback

ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo

~ W Fred Miser

Why give Feedback

Along with goal setting feedback engages metacognitive thinking (cognition about cognition)

Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are

used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank

ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)

How to give Feedback

Oral interactive (one-on-one) feedback is best whenever possible

Use descriptive not evaluative languageFocus on what went well and what can be improved in

language students understandSeek consensus with the student(s) ndash do you agree on

the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students

missed the same concept

Aspects of Effective Feedback

HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified

Essential Elements of Feedback

1 Recognition of the Desired Goal2 Evidence about Present Position

(current work)3 Some Understanding of a Way to

Close the Gap Between the Two

~ Black amp William

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

What is Feedback

ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo

~ W Fred Miser

Why give Feedback

Along with goal setting feedback engages metacognitive thinking (cognition about cognition)

Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are

used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank

ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)

How to give Feedback

Oral interactive (one-on-one) feedback is best whenever possible

Use descriptive not evaluative languageFocus on what went well and what can be improved in

language students understandSeek consensus with the student(s) ndash do you agree on

the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students

missed the same concept

Aspects of Effective Feedback

HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified

Essential Elements of Feedback

1 Recognition of the Desired Goal2 Evidence about Present Position

(current work)3 Some Understanding of a Way to

Close the Gap Between the Two

~ Black amp William

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Why give Feedback

Along with goal setting feedback engages metacognitive thinking (cognition about cognition)

Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are

used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank

ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)

How to give Feedback

Oral interactive (one-on-one) feedback is best whenever possible

Use descriptive not evaluative languageFocus on what went well and what can be improved in

language students understandSeek consensus with the student(s) ndash do you agree on

the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students

missed the same concept

Aspects of Effective Feedback

HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified

Essential Elements of Feedback

1 Recognition of the Desired Goal2 Evidence about Present Position

(current work)3 Some Understanding of a Way to

Close the Gap Between the Two

~ Black amp William

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

How to give Feedback

Oral interactive (one-on-one) feedback is best whenever possible

Use descriptive not evaluative languageFocus on what went well and what can be improved in

language students understandSeek consensus with the student(s) ndash do you agree on

the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students

missed the same concept

Aspects of Effective Feedback

HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified

Essential Elements of Feedback

1 Recognition of the Desired Goal2 Evidence about Present Position

(current work)3 Some Understanding of a Way to

Close the Gap Between the Two

~ Black amp William

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Aspects of Effective Feedback

HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified

Essential Elements of Feedback

1 Recognition of the Desired Goal2 Evidence about Present Position

(current work)3 Some Understanding of a Way to

Close the Gap Between the Two

~ Black amp William

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Essential Elements of Feedback

1 Recognition of the Desired Goal2 Evidence about Present Position

(current work)3 Some Understanding of a Way to

Close the Gap Between the Two

~ Black amp William

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Feedback Timing

Good

Returning a test or assignment the next day

Giving immediate oral responses to questions of fact

Giving immediate oral responses to student misconceptions

Providing flash cards (which give immediate rightwrong feedback) for studying facts

Bad

Returning a test or assignment two weeks after it is completed

Ignoring errors or misconceptions (thereby implying acceptance)

Going over a test or assignment when the unit is over and there is no opportunity to show improvement

~ Susan Brookhart

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Amounts of Feedback

Good

Selecting 2-3 main points about a paper for comment

Giving feedback on important learning targets

Commenting on at least as many strengths as weaknesses

Bad

Returning a studentrsquos paper with every error in mechanics edited

Writing comments on a paper that are more voluminous that the paper itself

Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers

~ Susan Brookhart

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Help Students Learn to Use Feedback

Model giving and using feedback yourself Teach students self- and peer assessment skills to

Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback

Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work

Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the

rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they

received and the improvement in their work~ Susan Brookhart

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Self-Assessment Example

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

To reduce discrepancies between current

understandings performance and a desired goal

The Discrepancy Can Be Reduced By

TeachersProviding appropriate challenging and

specific goalsOR

Assisting students to reach them through affective strategies

StudentsIncreased effort and employment of more

effective strategiesOR

Abandoning blurring or lowering the goals

EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS

Feed UpWhere am I going

(The Goals)

Feed Back

How am I going

Feed Forward

Where to next

PURPOSE

HAT

TIE

amp T

IMPE

RLE

YrsquoS

FEE

DB

ACK

MO

DE

L

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Exemplary Academic Feedback

Significantly Above Expectations (5)

1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Research Shows

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Sources

Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992

Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998

Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008

Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD

Marzano Robert What Works in Schools Translating Research into Action ASCD 2003

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)

Sources

Miser W Fred ldquoGiving Effective Feedbackrdquo

Pausch Randy (2008) The Last Lecture

Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007

ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]

Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998

• Academic Feedback
• Learning Objective
• Slide 3
• Discussion
• Give some Feedback
• Example Feedback
• Retract your Claws
• Slide 8
• Can you be kind and honest at the same time
• What is Feedback
• Why give Feedback
• How to give Feedback
• Aspects of Effective Feedback
• Essential Elements of Feedback
• Feedback Timing
• Amounts of Feedback
• Help Students Learn to Use Feedback
• Self-Assessment Example
• Slide 19
• Exemplary Academic Feedback
• Research Shows
• Sources
• Sources (2)